Discussion Response #1 (NURS6351): Addressing Diversity to Promote Effective Learning Experiences 2025

Discussion Response #1 (NURS6351): Addressing Diversity to Promote Effective Learning Experiences Respond to the discussion #1 below using the three approaches: 1. Ask a probing question, substantiated with additional background information or research. 2. Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives. 3. Validate an idea with your own experience and additional resources. Introduction There is much more diversity seen in education today. This creates a challenge for educators in the classroom (Bednarz, Schim, & Doorenbos, 2010). The typical demographic of the white female nursing student is quickly changing and as educators we need to accommodate this diversity in our classrooms (Adeniran & Smith-Glasgow, 2010). Today the non-traditional nursing student is known to be diverse. These diverse students are considered to be non-traditional students. These students consist of those under the age of 25, male, member of an ethnic or minority group, and those that speak English as a second language (Bednarz, Schim, & Doorenbos, 2010). In this discussion I will focus on the English as second language (ESL) student, and strategies to promote a positive learning environment. ESL Student I have spent a few years now in the field of nursing education. I encounter many students that have accents and English as their second language. I have noticed that many of these students struggle academically. At first I could not understand why they struggle when most of them speak very good English. It was a young lady who brought to my attention that she did not understand the meaning of many English words especially medical terms. Many ESL students have difficulties with medical language, nursing language, and American language (Bednarz, Schim, & Doorenbos, 2010). At that point I realized that I held a bias against these students. I felt they just did not have what it takes to succeed in this field. I was wrong and felt horrible for thinking this. This was an eye opening experience and a lesson learned. What she taught me was that these students are like everyone else, but they may require some additional help along the way. Strategies I am always willing to help any student who is struggling to succeed. This situation was one that helped me to better understand just how to help these ESL students. In order to promote a positive learning environment for these students I had to first be aware of my own values, beliefs, and biases. This awareness is necessary in creating an inclusive learning environment (Adeniran & Smith-Glasgow, 2010). A second strategy is to listen and learn. It is important to listen to what our students are saying and accommodate different learning styles by using a variety of teaching strategies (Bednarz, Schim, & Doorenbos, 2010). Once I listened I was better able to understand the student’s learning needs. Lastly, know what resources are available at your campus to accommodate ESL students (Bednarz, Schim, & Doorenbos, 2010). I refer my students to our learning assistance center. This is a free service for them and has proven to be very beneficial. Conclusion There are many strategies to help ESL students succeed in nursing education. I mentioned the ones that I have tried and work well for me. I learned a great deal from my experience and feel better prepared when working with this diverse group of students. References: Adeniran, Rita K, RN, DrNP(c), MSN,C.N.A.A., B.C., & Smith-Glasgow, M. (2010). Creating and promoting a positive learning environment among culturally diverse nurses and students. Creative Nursing, 16 (2), 53-8. Retrieved from http://search.proquest.com.ezp.waldenulibrary.org/docview/222732588?accountid=14872 Bednarz, H., Schim, S., & Doorenbos, A. (2010). Cultural diversity in nursing education: perils, pitfalls, and pearls. Journal of Nursing Education, 49 (5), 253-260. doi:10.3928/01484834-20100115-02 Reminders: 1. 1 page only 2. Put APA format citations 3. At least 3 references (APA format)… Articles must be 2011 to 2016. Required Readings Palmer, P. J. (2007). The courage to teach: Exploring the inner landscape of a teacher’s life . San Francisco, CA: Jossey-Bass. Chapter IV, “Knowing in Community: Joined by the Grace of Great Things” (pp. 91–116) This chapter focuses on the cultivation of community in education. Adeniran, R. K., & Smith-Glasgow, M. (2010). Creating and promoting a positive learning environment among culturally diverse nurses and students. Creative Nursing, 16 (2), 53–58. Retrieved from the Walden Library databases. This article describes strategies for addressing learning needs in culturally diverse nursing education settings. Bednarz, H., Schim, S., & Doorenbos, A. (2010). Cultural diversity in nursing education: Perils, pitfalls, and pearls. Journal of Nursing Education, 49 (5), 253–260. Retrieved from the Walden Library databases. The authors examine how increasing diversity creates a complex educational environment, which can lead to difficulties for students and teachers. They also explain the need for strategies to address these issues and promote effective educational experiences for a diverse student body. Davis, S., & Davis, D. (2010). Challenges and issues facing the future of nursing education: Implications for ethnic minority faculty and students. Journal of Cultural Diversity, 17 (4), 122–126. Retrieved from the Walden Library databases. The authors examine the recruitment and retention of faculty and students from ethnically underrepresented groups in nursing education programs. They focus specifically on the imperative to cultivate a technologically savvy workforce that can compete in the global economy. Duke, J., Connor, M., & McEldowney, R. (2009). Becoming a culturally competent health practitioner in the delivery of culturally safe care: A process oriented approach. Journal of Cultural Diversity, 16 (2), 40–49. Retrieved from the Walden Library databases. This article examines the development of cultural competence, referencing Benner’s novice-to-expert continuum, to promote health outcomes of marginalized cultural groups. Carr, S., & DeKemel-Ichikawa, K. (2012). Improving communication through accent modification: Growing the nursing workforce. Journal of Cultural Diversity, 19 (3), 79–84. Retrieved from the Walden Library databases. As the authors note, the presence of accents and dialects among nursing students can lead to communication barriers that can adversely impact student performance and patient safety. This article examines the effectiveness of a pilot program enacted to address this issue. Revell, S., & McCurry, M. (2010). Engaging millennial learners: Effectiveness of personal response system technology with nursing students in small and large classrooms. Journal of Nursing Education, 49 (5), 272–275. Retrieved from the Walden Library databases. The authors describe the use of technology to engage students, drawing from knowledge of learning preferences for different age groups. Oldenburg, N., & Hung, W. (2010). Problem solving strategies used by RN-to-BSN students in an online problem-based learning course. Journal of Nursing Education, 49 (4), 219–222. Retrieved from the Walden Library databases. This article examines problem-based learning within an online context to promote nursing students’ development of essential skills. Ierardi, J., Fitzgerald, D., & Holland, D. (2010). Exploring male students’ educational experiences in an associate degree nursing program. Journal of Nursing Education, 49 (4), 215–218. Retrieved from the Walden Library databases. The authors examine the effects of gender on nursing students’ experiences.

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NURS6341 Discussion Response #2: Nurse Practice Acts 2025

NURS6341 Discussion Response #2: Nurse Practice Acts Respond to the discussion #2 below using the following approach: 1. Ask a probing question, substantiated with additional background information, evidence, or research. 2. Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives. 3. Validate an idea with your own experience and additional research. Analysis of RN and APRN All states have a nurse practice act that is governed by the individual state’s legislature (National Council of State Boards of Nursing, n.d.). Each state nurse practice act must contain a board of nursing, educational program standards, standards and scope of nursing practice, types of titles and licenses, requirements for licensure, and grounds for disciplinary action (National Council of State Boards of Nursing, n.d.). The purpose of state practice acts is to provide laws that regulate the nursing profession and to ensure patient safety (National Council of State Boards of Nursing, n.d.). In South Carolina, the roles of the advanced practiced registered nurse, APRN, and the registered nurse, RN, are outlined within the code of laws (South Carolina Legislature, n.d.). APRN’s are defined as certified nurse-midwives, clinical nurse specialists, certified registered nurse anesthetists, and nurse practitioners (South Carolina Legislature, n.d.). These individuals differ from RN’s in that they must have a minimum of a Master’s degree, can perform delegated medical acts, and can practice within approved protocols under physician support (South Carolina Legislature, n.d.). Also, each of the four types of APRN’s are defined individually in more detail within the code of law (South Carolina Legislature, n.d.). The roles of the RN and APRN overlap to an extent, because APRN’s can perform the duties of an RN in addition to the new ones that are defined by their specialty area of practice (South Carolina Legislature, n.d.). How These Differences are Seen in Practicum Specific skills that this nurse has observed the nurse practitioner, NP, use in the clinical setting include diagnosing patients, prescribing pharmacological interventions, and ordering laboratory tests (APRN Consensus Work Group, & National Council of State Boards of Nursing APRN Advisory Committee, 2008). All three of these skills are not permitted by the RN, and are considered advanced practice skills (APRN Consensus Work Group, & National Council of State Boards of Nursing APRN Advisory Committee, 2008). The NP is supported by two of the gastroenterologists at the office, and she does seek their input when a patient presents with a need outside of the usual protocols for care. She performs individual medical history reviews and physical assessments that allow her to create a patient diagnosis. Any laboratory tests such as blood work, cultures, and computerized tomography scans are ordered independently by the NP. After establishing a patient diagnosis and creating a treatment plan, the NP prescribes the appropriate pharmacologic treatment for the patient. References APRN Consensus Work Group, & National Council of State Boards of Nursing APRN Advisory Committee. (2008). Consensus model for APRN regulation: Licensure, accreditation, certification & education. Retrieved from http://www.aacn.nche.edu/education-resources/APRNReport.pdf National Council of State Boards of Nursing. (n.d.). Nurse Practice Act, Rules & Regulations. Retrieved from https://www.ncsbn.org/nurse-practice-act.htm South Carolina Legislature. (n.d.). South Carolina code of laws unannotated. Retrieved from http://www.scstatehouse.gov/code/t40c033.php Reminder: 1. 1 page only 2. Put Citations in APA format and at least 3 references… Articles must be 2011 to 2016. Required Readings American Association of Colleges of Nursing. (2011). Consensus model for APRN regulation. Retrieved from http://www.aacn.org/wd/certifications/docs/aprn-consensus-model-graphic.pdf APRN Consensus Work Group, & National Council of State Boards of Nursing APRN Advisory Committee. (2008). Consensus model for APRN regulation: Licensure, accreditation, certification & education. Retrieved from http://www.aacn.nche.edu/education-resources/APRNReport.pdf National Council of State Boards of Nursing. (n.d.). Nurse Practice Act, Rules & Regulations. Retrieved from https://www.ncsbn.org/nurse-practice-act.htm National Council of State Boards of Nursing. (2007). Guiding principles of nursing regulation. Retrieved from https://www.ncsbn.org/Guiding_Principles.pdf Required Media National Council of State Boards of Nursing (Producer). (2015). New nurses: Your license to practice [Video file]. Retrieved from https://www.ncsbn.org/8243.htm National Council of State Boards of Nursing (Producer). (2014, June 12 ). The nurse licensure compact explained [Video file]. Retrieved from https://www.ncsbn.org/364.htm Sent from my iPhone

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Discussion Response #1 (NURS6351): Addressing Diversity to Promote Effective Learning Experiences 2025

Discussion Response #1 (NURS6351): Addressing Diversity to Promote Effective Learning Experiences Respond to the discussion #1 below using the three approaches: 1. Ask a probing question, substantiated with additional background information or research. 2. Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives. 3. Validate an idea with your own experience and additional resources. Introduction There is much more diversity seen in education today. This creates a challenge for educators in the classroom (Bednarz, Schim, & Doorenbos, 2010). The typical demographic of the white female nursing student is quickly changing and as educators we need to accommodate this diversity in our classrooms (Adeniran & Smith-Glasgow, 2010). Today the non-traditional nursing student is known to be diverse. These diverse students are considered to be non-traditional students. These students consist of those under the age of 25, male, member of an ethnic or minority group, and those that speak English as a second language (Bednarz, Schim, & Doorenbos, 2010). In this discussion I will focus on the English as second language (ESL) student, and strategies to promote a positive learning environment. ESL Student I have spent a few years now in the field of nursing education. I encounter many students that have accents and English as their second language. I have noticed that many of these students struggle academically. At first I could not understand why they struggle when most of them speak very good English. It was a young lady who brought to my attention that she did not understand the meaning of many English words especially medical terms. Many ESL students have difficulties with medical language, nursing language, and American language (Bednarz, Schim, & Doorenbos, 2010). At that point I realized that I held a bias against these students. I felt they just did not have what it takes to succeed in this field. I was wrong and felt horrible for thinking this. This was an eye opening experience and a lesson learned. What she taught me was that these students are like everyone else, but they may require some additional help along the way. Strategies I am always willing to help any student who is struggling to succeed. This situation was one that helped me to better understand just how to help these ESL students. In order to promote a positive learning environment for these students I had to first be aware of my own values, beliefs, and biases. This awareness is necessary in creating an inclusive learning environment (Adeniran & Smith-Glasgow, 2010). A second strategy is to listen and learn. It is important to listen to what our students are saying and accommodate different learning styles by using a variety of teaching strategies (Bednarz, Schim, & Doorenbos, 2010). Once I listened I was better able to understand the student’s learning needs. Lastly, know what resources are available at your campus to accommodate ESL students (Bednarz, Schim, & Doorenbos, 2010). I refer my students to our learning assistance center. This is a free service for them and has proven to be very beneficial. Conclusion There are many strategies to help ESL students succeed in nursing education. I mentioned the ones that I have tried and work well for me. I learned a great deal from my experience and feel better prepared when working with this diverse group of students. References: Adeniran, Rita K, RN, DrNP(c), MSN,C.N.A.A., B.C., & Smith-Glasgow, M. (2010). Creating and promoting a positive learning environment among culturally diverse nurses and students. Creative Nursing, 16 (2), 53-8. Retrieved from http://search.proquest.com.ezp.waldenulibrary.org/docview/222732588?accountid=14872 Bednarz, H., Schim, S., & Doorenbos, A. (2010). Cultural diversity in nursing education: perils, pitfalls, and pearls. Journal of Nursing Education, 49 (5), 253-260. doi:10.3928/01484834-20100115-02 Reminders: 1. 1 page only 2. Put APA format citations 3. At least 3 references (APA format)… Articles must be 2011 to 2016. Required Readings Palmer, P. J. (2007). The courage to teach: Exploring the inner landscape of a teacher’s life . San Francisco, CA: Jossey-Bass. Chapter IV, “Knowing in Community: Joined by the Grace of Great Things” (pp. 91–116) This chapter focuses on the cultivation of community in education. Adeniran, R. K., & Smith-Glasgow, M. (2010). Creating and promoting a positive learning environment among culturally diverse nurses and students. Creative Nursing, 16 (2), 53–58. Retrieved from the Walden Library databases. This article describes strategies for addressing learning needs in culturally diverse nursing education settings. Bednarz, H., Schim, S., & Doorenbos, A. (2010). Cultural diversity in nursing education: Perils, pitfalls, and pearls. Journal of Nursing Education, 49 (5), 253–260. Retrieved from the Walden Library databases. The authors examine how increasing diversity creates a complex educational environment, which can lead to difficulties for students and teachers. They also explain the need for strategies to address these issues and promote effective educational experiences for a diverse student body. Davis, S., & Davis, D. (2010). Challenges and issues facing the future of nursing education: Implications for ethnic minority faculty and students. Journal of Cultural Diversity, 17 (4), 122–126. Retrieved from the Walden Library databases. The authors examine the recruitment and retention of faculty and students from ethnically underrepresented groups in nursing education programs. They focus specifically on the imperative to cultivate a technologically savvy workforce that can compete in the global economy. Duke, J., Connor, M., & McEldowney, R. (2009). Becoming a culturally competent health practitioner in the delivery of culturally safe care: A process oriented approach. Journal of Cultural Diversity, 16 (2), 40–49. Retrieved from the Walden Library databases. This article examines the development of cultural competence, referencing Benner’s novice-to-expert continuum, to promote health outcomes of marginalized cultural groups. Carr, S., & DeKemel-Ichikawa, K. (2012). Improving communication through accent modification: Growing the nursing workforce. Journal of Cultural Diversity, 19 (3), 79–84. Retrieved from the Walden Library databases. As the authors note, the presence of accents and dialects among nursing students can lead to communication barriers that can adversely impact student performance and patient safety. This article examines the effectiveness of a pilot program enacted to address this issue. Revell, S., & McCurry, M. (2010). Engaging millennial learners: Effectiveness of personal response system technology with nursing students in small and large classrooms. Journal of Nursing Education, 49 (5), 272–275. Retrieved from the Walden Library databases. The authors describe the use of technology to engage students, drawing from knowledge of learning preferences for different age groups. Oldenburg, N., & Hung, W. (2010). Problem solving strategies used by RN-to-BSN students in an online problem-based learning course. Journal of Nursing Education, 49 (4), 219–222. Retrieved from the Walden Library databases. This article examines problem-based learning within an online context to promote nursing students’ development of essential skills. Ierardi, J., Fitzgerald, D., & Holland, D. (2010). Exploring male students’ educational experiences in an associate degree nursing program. Journal of Nursing Education, 49 (4), 215–218. Retrieved from the Walden Library databases. The authors examine the effects of gender on nursing students’ experiences.

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NURS6351 Discussion Response #1: Addressing the Needs of Underperforming Learne 2025

NURS6351 Discussion Response #1: Addressing the Needs of Underperforming Learners Respond to the discussion #1 below using the following approaches: 1. Ask a probing question, substantiated with additional background information or research. 2. Propose means/resources an educator could utilize to address the situation/issues. Just like each and every one of us has unique qualities that make us different, so are the learning aspects of students in the educational arena. Educators have the challenge to maintain the core components of the established curriculum but must find different means to distribute the information so that each student can benefit. The obstacle is when the general population of student learning falls short for a select few students. A nurse educator could utilize formative assessments and evaluations to monitor learning/performance. Identification early on will ensure adequate remediation for students prior to the semester’s conclusion and allow the student the best chance to meet the course objectives. Establishing clear objectives and performing a midterm performance appraisal for students may guide the instructors ability to provide constructive criticism and direct towards remediation. The case scenario I would like to discuss regards a specific student, (let’s call him Colin for sake of the story) has learning difficulties that are verbally and visually seen by the instructor. He was verbally inappropriate with patients asking irrelevant questions and visually nervous pacing back and forth in the room waving his hands around aimlessly. In addition, he was consistently apologetic and insecure at the bedside leaving the patient to feel vulnerable and afraid unsure of what his intentions were at the bedside. Similarly, he stuttered tremendously and it affected his delivery of material when providing patient education. Respectfully, patients pulled me aside and actually requested not to have the student back in their room because he made them uncomfortable. Throughout the course of the semester he did not seek out additional support full well knowing the learning lab available to students included in their course. “Weak students tend not to recognize their difficulties or seek support appropriately” ( Cleland , et. al ., 2010, p. 184).  Colin clearly did not see a need to strengthen the areas of weakness; even though he verbally stated he has areas to work on; including the control of his body movements and stuttering; also his confidence level at the bedside. I reassured him as the instructor that we can work on all those areas and even gave him positive reinforcement where he had strengths including a high understanding of the theoretical material. His insight to medical terminology was astute and spot on with what assessments were required at the bedside. It was when he was at the actual patient’s bedside that his delivery was weak. He kept making excuses for his errors (although minor) and did not hold any personal regard for improving unless the instructor brought it to his attention. This student did not disclose any learning deficits upon admission into the nursing program. It could be assumed by others with the professional knowledge and diagnostic capability that this student was high functioning but on the spectrum requiring learning support. For students with unique learning needs to be successful, a strategy their instructor must have is knowledge of the available resources for the student. An additional strategy is establishing early on a professional rapport with each student. Garside , et. al . (2009) states that “recognizing that students have individual strengths, weaknesses, learning styles and preferences concerning mode of assessment, offering choices of assessment was proposed as a strategy for inculcating the values of student centeredness and responsibility for learning” (p.144). By individualizing each and every working relationship with the student, the instructor can better manage the means in which constructive criticism can be delivered. Legal or ethical considerations that could arise in a situation as described above is discrimination suits or ethically viewed as targeting a minatory population of special need students. The educator’s behavior and interactions associated with supporting a learner’s performance should revolve around careful documentation of repeated failed learning events to support the recommended need for further support. In addition, building a rapport with the student; establishing a professional yet trusting relationship that involves constructive criticism as an expectation throughout the course will also support the educator’s legal security from an imposed discrimination suit. In the beginning of each and every semester I provide in print expected guidelines, objectives and expectations for the semester. Because it is clearly stated prior to any clinical experience that constructive criticism is an expectation on both sides of the coin: including students capability to provide instructor criticism with no retaliation so long as it is professional; there should be no grey area of scrutiny for the possibility of discrimination. Establishing this mutual agreement will solidify the intended agenda and having students understand that learning remediation may be a recommendation. Dr. Terry Valiga states in the Laureate Education (2013e) that there are great benefits to identifying personal cues that each student may show to indicate remediation or need for learning support. It is reassuring to me that I already established this need when teaching students presently. Overall, when educators provide a positive learning experience it often includes careful thought out list of objectives and expectations and an intention to establish a positive working relationship with the student. Cleland , J., Mackenzie, R.K., Ross, S.S., Sinclair, H.K., & Lee, A.J., (2010) A remedial intervention linked to a formative assessment is effective in terms of improving student performance in subsequent degree examiniations . Medical Teacher, 32( 4), 185-190). Garside , J., Nhemachena , J.Z.Z., Williamsn , J., & Topping, A. (2009). Repositioning assessment: Giving students the choice of assessment methods. Nurse Education in Practice , 9(2), 141-148. Laureate Education (Producer). (2013e). Identifying and managing learner performance [Video file]. Retrieved from MyMedia Player. (NURS 6351) Reminders: 1. 1 page only 1. Put APA format citations 2. At least 3 references (APA format)… Articles must be 2011 to 2016. Required Readings Palmer, P. J. (2007). The courage to teach: Exploring the inner landscape of a teacher’s life . San Francisco, CA: Jossey-Bass. Chapter IV, “Knowing in Community: Joined by the Grace of Great Things” (pp. 91–116) This chapter focuses on the cultivation of community in education. Adeniran, R. K., & Smith-Glasgow, M. (2010). Creating and promoting a positive learning environment among culturally diverse nurses and students. Creative Nursing, 16 (2), 53–58. Retrieved from the Walden Library databases. This article describes strategies for addressing learning needs in culturally diverse nursing education settings. Bednarz, H., Schim, S., & Doorenbos, A. (2010). Cultural diversity in nursing education: Perils, pitfalls, and pearls. Journal of Nursing Education, 49 (5), 253–260. Retrieved from the Walden Library databases. The authors examine how increasing diversity creates a complex educational environment, which can lead to difficulties for students and teachers. They also explain the need for strategies to address these issues and promote effective educational experiences for a diverse student body. Davis, S., & Davis, D. (2010). Challenges and issues facing the future of nursing education: Implications for ethnic minority faculty and students. Journal of Cultural Diversity, 17 (4), 122–126. Retrieved from the Walden Library databases. The authors examine the recruitment and retention of faculty and students from ethnically underrepresented groups in nursing education programs. They focus specifically on the imperative to cultivate a technologically savvy workforce that can compete in the global economy. Duke, J., Connor, M., & McEldowney, R. (2009). Becoming a culturally competent health practitioner in the delivery of culturally safe care: A process oriented approach. Journal of Cultural Diversity, 16 (2), 40–49. Retrieved from the Walden Library databases. This article examines the development of cultural competence, referencing Benner’s novice-to-expert continuum, to promote health outcomes of marginalized cultural groups. Carr, S., & DeKemel-Ichikawa, K. (2012). Improving communication through accent modification: Growing the nursing workforce. Journal of Cultural Diversity, 19 (3), 79–84. Retrieved from the Walden Library databases. As the authors note, the presence of accents and dialects among nursing students can lead to communication barriers that can adversely impact student performance and patient safety. This article examines the effectiveness of a pilot program enacted to address this issue. Revell, S., & McCurry, M. (2010). Engaging millennial learners: Effectiveness of personal response system technology with nursing students in small and large classrooms. Journal of Nursing Education, 49 (5), 272–275. Retrieved from the Walden Library databases. The authors describe the use of technology to engage students, drawing from knowledge of learning preferences for different age groups. Oldenburg, N., & Hung, W. (2010). Problem solving strategies used by RN-to-BSN students in an online problem-based learning course. Journal of Nursing Education, 49 (4), 219–222. Retrieved from the Walden Library databases. This article examines problem-based learning within an online context to promote nursing students’ development of essential skills. Ierardi, J., Fitzgerald, D., & Holland, D. (2010). Exploring male students’ educational experiences in an associate degree nursing program. Journal of Nursing Education, 49 (4), 215–218. Retrieved from the Walden Library databases. The authors examine the effects of gender on nursing students’ experiences.

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NURSING HOMEWORK HELP 2025

Details: The RN to BSN program at Grand Canyon University meets the requirements for clinical competencies as defined by CCNE and AACN using nontraditional experiences for practicing nurses. These experiences come in the form of direct and indirect care experiences in which licensed nursing students engage in learning within the context of their hospital organization, their specific care discipline, and their local communities. The learning activity and corresponding assignment in this topic requires students to perform a heritage assessment with families selected by the student from their local community. Click on http://wps.prenhall.com/wps/media/objects/663/679611/box_6_1.pdf in order to access the “Heritage Assessment Tool.” Interview three families from different cultures. One family should be from your own culture. Compare the differences in health traditions between these cultures. Assess the three families using the “Heritage Assessment Tool.” In 1,000-1,500 words discuss the usefulness of applying a heritage assessment to evaluate the needs of families and develop plans for health maintenance, health protection, and health restoration. Include the following: Perform a heritage assessment on three families. One of these families should be from your own culture. Complete the “Heritage Assessment Tool” and submit to: [email protected] – one assessment for each of the three families interviewed. You are not required to include the tool in your LoudCloud submission. Identify common health traditions based on cultural heritage. Evaluate and discuss how the families subscribe to these traditions and practices. Address health maintenance, health protection, and health restoration as they relate to your assessment. Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.

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